Key research themes
1. How can Computer Algebra Systems (CAS) and Digital Mathematical Libraries (DML) be jointly leveraged for mutual verification and reliability enhancement?
This research theme explores approaches to verify and improve the accuracy, consistency, and reliability of both CAS and digital mathematical libraries by translating and cross-validating mathematical expressions between them. Such verification is crucial because both CAS and DMLs are widely used in mathematical research and applications, yet both are prone to errors. The interplay leveraging their overlap can reveal discrepancies which may be due to translation errors, CAS implementation bugs, or inaccuracies in the libraries, thus fostering mutual improvement.
2. What are mathematics students’ evolving beliefs about using Computer Algebra Systems, and how stable are these beliefs over time?
This theme investigates senior secondary students' attitudes and beliefs about CAS as they learn to use them in routine and advanced mathematical problem-solving. Understanding the stability of these beliefs is important because attitudes towards CAS influence students’ engagement, effective use, and learning outcomes. The theme addresses how students perceive CAS usefulness, correctness, ease of use, and its relationship to traditional pen-and-paper approaches.
3. How are Computer Algebra Systems integrated and utilized within secondary and higher mathematics education curricula, and what are the implications for teaching and assessment?
This theme examines pedagogical strategies, curriculum design, and assessment frameworks involving CAS in mathematics education at secondary and undergraduate levels. It addresses practical challenges such as technological availability, teacher preparedness, and student engagement, alongside the redesign of curriculum content to exploit CAS capabilities. It also studies the impact of CAS-enabled examinations and transitions to technology-active assessment formats.